CHECK‐IN/CHECK‐OUT: A SYSTEMATIC EVALUATION AND COMPONENT ANALYSIS

Abstract

Tier 2 interventions are implemented similarly across students and thus serve as an efficient and cost‐effective method of behavior support in school settings. Check‐in/check‐out is a Tier 2 intervention with documented effectiveness (e.g., Hawken & Horner, 2003 ; Todd, Campbell, Meyer, & Horner, 2008 ). Key features of the intervention include brief morning and afternoon meetings with the intervention coordinator, use of a point card on which the teacher monitors student behavior, and teacher feedback at predetermined times. The present study sought to add to the literature by examining the relative contributions of the teacher‐feedback components of check‐in/check‐out via the use of a component analysis. Working with 4 children in a general education setting, we first evaluated the effectiveness of the procedure using reversal designs. Next, we systematically removed teacher‐feedback components to assess effects on problem behavior and academic engagement. For 3 of 4 participants, we were able to remove all teacher‐feedback sessions and the point card; for the 4th participant, we removed only 2 of 3 teacher‐feedback sessions due to time constraints.